No amount of reflection, observation of students, general information, and personal experience can make up for a teacher's lack of knowledge in subject areas. It is pointless for teachers to acquire delivery skills unless they have something to deliver. Several educators have become concerned about what is called "the flight to the sidelines", a…

This paper, on the central and distinctive contribution of knowledge to teaching, combines philosophical analysis with a discussion of work in research on teaching, student conceptions, and curriculum. The hierarchical argument contains two main points: (1) that content knowledge is a logical precondition for the activities of teaching; and (2)…

Asserts that many aspects of teaching are imbued with uncertainty. Suggests that teacher educators should introduce their students to the myriad uncertainties they will face in their work and encourage them to view them as an essential driving force in teaching. (CFR)